EdCog Journal Club
Winter 2020 |
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Module 1 |
Practice Testing |
January 8 |
Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25(4), 523-548. Optional: Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost Learning. American Educator, 37(3), 12-21. |
January 15 |
Introduction & 8: Practice Testing: Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58 |
January 22 |
Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning?. Journal of Experimental Psychology: Applied, 15(3), 243. |
January 29 |
James, K. K., & Storm, B. C. (2019). Beyond the pretesting effect: What happens to the information that is not pretested?. Journal of Experimental Psychology: Applied. |
Module 2 |
Desirable Difficulties |
February 5 |
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 56–64. |
February 12 |
D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170. |
February 19 |
Reading Week - No Meeting |
Module 3 |
Multimedia Learning |
February 26 |
Fenesi, B., & Kim, J. A. (2014). Learners misperceive the benefits of redundant text in multimedia learning. Frontiers in Psychology, 5, 710 |
March 4 |
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. |
March 11 |
Issa, N., Mayer, R. E., Schuller, M., Wang, E., Shapiro, M. B., & DaRosa, D. A. (2013). Teaching for understanding in medical classrooms using multimedia design principles. Medical Education, 47(4), 388-396. |
March 18 |
Khot, Z., Quinlan, K., Norman, G. R., & Wainman, B. (2013). The relative effectiveness of computer‐based and traditional resources for education in anatomy. Anatomical Sciences Education, 6(4), 211-215. |
Module 4 |
Active Learning |
March 25 |
McConnell, D. A., Steer, D. N., & Owens, K. D. (2003). Assessment and active learning strategies for introductory geology courses. Journal of Geoscience Education, 51(2), 205-216. |
April 1 |
Keough, S. M. (2012). Clickers in the Classroom: A Review and a Replication. Journal of Management Education, 36(6), 822-847. |
April 8 |
Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C. N. (2019). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology. |
April 15 |
Chan, J. C., Manley, K. D., Davis, S. D., & Szpunar, K. K. (2018). Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language, 102, 83-96. |
April 22 |
No Meeting |
Module 5 |
Writing Test Questions |
April 29 |
Abdulghani, H. M., Ahmad, F., Irshad, M., Khalil, M. S., Al-Shaikh, G. K., Syed, S., ... & Haque, S. (2015). Faculty development programs improve the quality of Multiple Choice Questions items' writing. Scientific Reports, 5, 9556. Optional: Forehand, M. (2017). Ch. 8 Bloom’s Taxonomy. Instructional Methods, Strategies and Technologies to Meet the Needs of All Learners. |
May 6 |
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329. |
